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The Self- Improvement School Project was funded by The Equitable Education Fund (EEF), Thailand. The purpose program was to improve the quality of 636 schools. Choafa Ubonratana School is one of the project schools for this case study. The research used mixed method research. Key informants were 30 school stakeholders and 3 school coaches. Data collection included quantitative data and qualitative data collection from field studies. The content analysis is used as well as the statistics used. It found that Choafa Ubonrat School is a charitable private school located in Chiang Mai Province, Northern Thailand. They provide educational services to people of 28 villages from kindergarten level to secondary level with 28 teachers and 332 students. All are from various hill tribes along the borderline. Their parents are poor. They have trouble speaking and writing in Thai. Communication with teachers requires an interpreter. The development has caused all 13 hill tribe students to be able to read and write in Thai. Students has developed skills in the 21st century especially on a better and improved living and professional skills to raise additional income for their families. They have a better quality of life. All of these occurred from the determination and quadrilateral focus on the work and sacrifice of the teachers, academic leadership, and change of school administrators. As a result, the school has been developed all of administrator, teachers, students as well as parents especially core learning outcomes of students with knowledge, skills, attitude and values at the National Educational Average. [ABSTRACT FROM AUTHOR]

The South African education system has been perceived as a decentralised and democratized education system and the National Development Plan proposes that greater management autonomy should be granted to public school principals by recommending that principals should gradually be given more powers as the quality of their leadership improves. This paper however, argues that contrary to the objectives of the National Development Plan, recent and current amendments to legislation is indicative that the government is moving in the opposite direction and that school governance and management autonomy is being curtailed. This is evident through an analysis of the effect of relevant sections of the Education Laws Amendment Act 31 of 2007 and the draft Basic Education Laws Amendment Bill (2017). [ABSTRACT FROM AUTHOR]

The qualities of the manager are a manifestation of the culture and personal characteristics in which he grew up, and the environment in which he lived. Personal differences are mainly based on the evaluation of cognitive and intellectual abilities. Personal differences play a decisive role in achieving individual and organizational goals. Each manager has his own personal style and approach. His ability to learn and understand the needs of personality differences and work affects his success in the organization. Sociotropy and autonomy personal traits are very important in the management of the schools. In the study, the effect of Sociotropy and Autonomy personal traits on the achievement of school management. To determine the personality traits of the school principals, Sociotropy-Autonomy Scale (SAS) developed by Beck was applied to 40 school principals who work in state schools and private schools. Of all the school principals, 5 sociotropic and 5 autonomic school principals with the highest points of the scale were included in the study. Mixed Designed Method was used in the study, as face-to-face interview was applied to the teachers in study group to have their views on the achievement of management. Two open ended questions were asked to the teachers about their managers. We have the conclusion that the principals with Autonomy personality traits are good at the management of state schools, while those with sociotropy personality traits are good at private schools. [ABSTRACT FROM AUTHOR]

Cyber bullying is increasing among students by excessive use of technology and defined as "an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who can not easily defend him of herself". Especially for the Z generation who use internet excessively, under the risk of cyber bullying. Cyber bullying have negative impacts on students psychological well being, social relations, academic performance. In Turkey, each school has guidance service & psychological counselors who work for students' well being. They are rich resources to understand dynamics behind the cyber bullying. This study aims to determine the opinions of school psychological counselors on causes, consequences ofcyber bullying and recommendations about preventive policies. In this study, qualitative method was used. Data collected through the focus groups interviews with 15 senior school psychological counselors. Data were analyzed by content analysis.Findings show that causes and consequences of cyber bullying collected similar themes such as psychological problems, social & communication skill shortage, anonymity of internet, need to develop ethic norms for cyberspace, lack of parental awareness and supportive school climate. In order to prevent cyber bullying, increasing awareness of cyber bullyingat individual, institutional and societal level, social skill development programs, safe and supportive school climate, psychological counseling were recommended. [ABSTRACT FROM AUTHOR]

Promoted by some members of Calouste Gulbenkian Foundation, a working and reflection group was created with the objective to analyse the evaluation and accountability processes of the schools, considering the management and financing; the system of autonomy in pedagogical plans (organization of teaching, definition of curricula); financial management (allocation of funds, earning of own resources) and human resources (hiring, training). The Gulbenkian group contacted the Institute of Social Sciences of the University of Lisbon and instructed the at the time sociology of education team of researchers to organize and present credible and informed information on the management and financing of schools. The first part of this project privileged the census and analysis of the various existing legal diplomas and the systematization and interpretation of statistical data. In a second phase of the project, a qualitative methodological approach was used, which utilized several information collection techniques: individual interviews; focus group (students); in-depth analysis of educational projects, regulations, annual plans of activities, autonomy contracts, educational and pedagogical ideals, curricular matrices, norms, disciplinary regime and attendance, educational charters, municipal education guides, minutes and legislation, digital ethnography , parents' associations, students or alumni, their Facebook pages), direct observation in schools (architecture, organization of spaces, dynamics in and out of class, written contents and images). Doing research on a subject that has both sensitive and opaque allowed deep knowledge of a course of work with several setbacks, and also the reflection on the need to look at research as a serious work, based on the empirical evidence carefully collected, selected and updated. [ABSTRACT FROM AUTHOR]

This study discusses some important aspects of electronic education systems and offers an example implementation. The proposed system meets the needs of schools on the purpose of electronic data submission and reporting about administrative issues. Furthermore, the presented solution enables electronic access to education services through a web-based system to get a report at the end of an education year. [ABSTRACT FROM PUBLISHER]